Abstract
Using data from a longitudinal case study, the author explores how, following a change in teaching positions, Kerrie, an experienced, expert teacher in her former position, grappled with a set of three problems. Her efforts to resolve these problems are considered in relationship to recent research on expertise in teaching, particularly the work of Bereiter and Scardamalia that suggests expertise is an outcome of progressive problem solving. The resulting story illustrates how, even for an experienced teacher, the development of teaching expertise is remarkably uneven, and a product of a complex interaction of person and place.
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